Tag Archives: student achievement

Sap Damage

Anti Fed Ed Warriors, you may wonder what sap (that gooey stuff found in certain types of trees) has to do with education? Well, that kind of sap doesn’t, but there is a ‘sap’ which directly applies to education. 

If you’ve not heard about it, there’s a new magazine from SAP (Student Achievement Partners) have loads of propaganda. Propaganda, they hope will stick to your view of how ‘great’ the CCSS Machine’s type of workforce prep can be. (*My thanks to KB for the tip)

sap

Core Connections, as the new magazine is called is to be published quarterly (4 times a year). The Fall 2019 issue is the first issue.

ccmagTo learn more about SAP (Achievethecore), visit the website.

Warriors, the magazine’s on-line version is a bit difficult to read, so use a magnifying option.

From what I could read, upcoming webinars from Core Connections, are Sept. 2nd, ‘formative assessments’; Oct. 2nd, ‘CCSS Math’; Nov. 6th ‘foundational skills’; and Dec. 4th, ‘math modeling and equity’.

For teachers/educators, from Oct. 15th to Nov. 26th, a series on how fractions can lead to student achievement.

Also, among the 32 pages of propaganda are all kinds of cheerleading type of articles. There’s even an opportunity for educators to win a $25 gift card for sharing their love of the CCSS Machine.

I saw ‘news’ for ELA (English Language Arts). What news? Mini assessments, as if the students are assessed enough. (Page 16) Not to be confused with ELA, on the same page is ‘news’ about ‘Coherence maps’.

What are those?! That’s SAP’s convoluted approach to math. Somehow, the shift in math is supposed to make more sense when ‘it’s across grades and topics’. The real SAP goal of ‘coherence’ is CCR , College and Career Readiness. However, Warriors, I ask you, how can any student be CCR with CCSS Math? (By the way, the propaganda spin is that CCSS Math is the ‘most misunderstood standard’, but it’s not their fault.)

Warriors, we KNOW, that CCR is not anything but re-branded Common Core. While SAP is applying gooey lies, we know that CCR is assigning our students to 3 different ‘readiness’ tracks: college/jobs/military. No more, no less.

choiceentrap


Core Connection Partners:

Warriors, in the first issue of Core Connections, you’ll also find ‘shout outs’ for the SAPpy Partners. Groups from the CCSS Machine for sure. Achieve, Inc; ANET (Achievement Network)EdReports; TNTP (The New Teacher Project); IBM, and Learning Forward.

Leadership for ANET is Harvard University tied. As we know, Harvard is a huge CCSS Machine member.

You’ll find Zuckerburg is tied to TNTP, in this 2017 article from the news section of TNTP. Zuckerburg’s interest? Personalized learning (PL). Joining Zuckerburg in this? College Board. As we know, CB is Coleman’s ‘baby’.

As far as Learning Forward and EdReports, I’ve written about each of these groups recently. LF can be tied back to the UN and the Schlechty Center; ER can be tied to the Annenberg Foundation. Warriors, IBM’s alignment is easy enough to trace, but if you’d like my latest article about their ‘sappy’ propaganda, you’ll find it in this 2019 article where IBM can be tied to Lenovo and GIGA data centers.

Closing:
Warriors, sap can ruin clothes. The CCSS Machine’s SAP is ruining our children. It’s ruining true teaching, too. Both major teacher unions in the US are SAP partners.
What will the second issue of Core Connections bring us in propaganda? We’ll have to ‘stay tuned’ to find out.

sapsucker

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Digitally “Fried”

Warriors, we’ve heard plenty of CCSS Machine rhetoric about “Personalized Learning”. The CCSS Machine has taken a classic teaching tool and destroyed its true purpose.

The phrase has been bounced around SO much by the propaganda, the ‘objective’ studies and research, and all those profiting off the NEW rendition of Personalized Learning (PL) that most everyone has no clue as to what PL should truly be. Most only know it means a computer. Too much computer time/instruction means a ‘digitally fried’ student, a frustrated teacher, and a sold out state of existence.

So, before we get much further into how ‘digitally fried’ our nation has become, I want you to consider the ‘burning’ question you see below:

digitallyfried
*Note: While what you see above is NC specific, this is NOT a problem exclusive to the State. You will find similar in your State. We will be re-visiting the moves NC is making later. But first, a national view.

Classic PL:

Much like the tasty potatoes you order at a restaurant, you’ll notice there are choices. There are ‘classic’ fries (meaning cooked just right, a little salt, not too thin or thick cut), curly fries, seasoned fries, fries smothered in cheese, and other endless examples.

TRUE PL closely resembles the classic fries. How do I know? Ask a retired educator (The best people to ask  need to be over 40 or 50 years old). Look at a classical education model.

True PL plans show a lot of flexibility in both the teacher AND the student; a variety of teaching tools, styles, games to engage the student’s 5 senses or their whole body.

Today’s ‘digitally fried’ PL, uses agenda driven, watered down versions of plans, tools, and resources. Today’s PL hardly uses the student’s 5 senses/whole body.

Think about it from the fries example, lots of copy cat versions seeking to improve upon the classic order of fries, but not nearly as satisfying. Education is HARDLY the place for copy cat, failure embedded versions of what really works.

Ask a researcher or a child psychologist; look at the way in which some school desks have been redesigned. This picture (below)stated it was ideal for the kinesthetic  learner.

Well, which KIND of kinesthetic learner?! The student who needs to keep only their hands busy or the student who needs to move around, sit on their legs, or be able to turn around? As the mother of a kinesthetic learner, I can tell you, my child would not have liked this desk/bike at all. Why? Limited movement. Too much limited movement for some learners like this, stunts their thinking and will cause burn-out when it comes to completing assignments.

pedal-desks
Oh, and the cost of one of these desk/bikes? A single one can be over $1,000.00; One like these 4 seater? Almost $3,700.00! True PL can be accomplished at a fraction of this cost. Who foots the bill for ‘school improvements’ like what you see above? TAXPAYERS! With the way the current education laws are written, P3s (public private partnerships) will also be helping with ‘improvements’ like this. Think of it this way, they want to be the ultimate order of ‘loaded fries’ in your school. A whole lot of ‘eye appealing yumminess’ and a lot of ‘bad for you’ calories.

What does the U.S. Dept. of Ed say PL is?  That depends..do you want the PL for teachers, leaders, or students? See below:

ongoingassess
To find out more: http://tech.ed.gov/netp/assessment/
To continue our order or fries example, think 24/7 hours of nothing but AYCE (All You Can Eat).

CCSScondiments2

To find out about the “Future Ready” PL, see: http://tech.ed.gov/netp/

Dear Old NC:

Now that you see how the nation is serving up PL, just what is SO important I have to (once again) call out NC’s activities?! For starters, the CCSS Machine mouthpieces shouted ESSA (Every Student Succeeds Act) would free the States, mean less testing (assessments), and so forth. As research is proving in real time since ESSA’s passage, States are creating ways in which to appear like they are taking control of education, but when you look closely, you see the national agenda in the plans. How so? Look below:

repealpl
Before I share more, let me state for the record that I know some of our NC legislators personally. I know they absolutely hate the CCSS Machine and what it is doing to NC. I know you have legislators like this in your State. While not every legislator serving us will be a party to this kind of activity, there are countless others who either will or simply are not aware of how many strings are being put into place.

NC’s been in the news before for what looked like a repeal, but was in all honesty, a rebrand. That was when we supposedly repealed CCSS. Nope, the law which went into place was watered down to a name change. We had the chance to totally ditch the CCSS mustard and ketchup for our fries, and didn’t!

So what else does this ‘new’ Repeal-but-not-really Law do?
a) gives an illusion
b) will be taxpayer funded
c) to access the entire document from above: http://www.ncleg.net/Sessions/2015/Bills/House/HTML/H237V6.html
d) allows for retention of students from grade to grade
e) supposedly improves transition from elementary grades to middle school; middle to high school as defined by the NC State Board of Ed. Who heads our State Board of Ed? Dr. June Atkinson, State Superintendent AND President of the CCSSO (Council of Chief State School Officers)!
f) by repealing ‘personalized learning’ this Law opens the flood gates for ‘alternative assessments’.

What the State Board Says:

If your State Board of Ed is anything like NC’s, you are sick to no end of their selections they serve up when it comes to education. (Think rotten fries or spoiled potatoes..they stink!) Above, point E shifts the responsibility of defining PL from the lawmakers to the educators. While that is as it should be, the obvious fly in the room is that those serving as educators are sold out to the CCSS Machine’s agenda.

In a few days, our State Board will have a meeting (8/31 and 9/1). Among the topics?

reviseplnc

Included in the announcement of this topic was a supporting 22 page document. By removing the PL as it had been defined, the State Board listed ALL the ‘alternative assessments’ they used in conducting a survey of what works and what doesn’t. The actions the Board will take with PL’s ‘repeal’ or revision will more than likely be based on this survey!

In other words, a steady diet of ’24/7 loaded fries’ will continue!

You have to see this. Not only have these ‘spuds which are really duds’ been  24/7 assessing, most, if not all are DIGITAL!

By the State Board’s apparent direction, that means humongous data mining will CONTINUE.  ESSA and WIOA (Workforce Innovation and Opportunity Act) increase this mining via State grants/incentives.

2016NCPLreport

To name a few for the K-3rd graders in English and Math: Dibels, iReady, Discovery Education,Dreambox, universal screening, performance monitoring, past performance, SchoolNet Benchmarks, and MAP.

For these students in their ‘success’ or ‘achievement’ measuring (remember, K-3rd graders): SAT Teams; teacher observations; outside entities like the Dept. of Social Service, law enforcement, etc.; below grade level activities; mental health involvement, and after-school programs.

You will find the same types of measuring students in grades 4th and 5th; 6th-8th; and 9th-12th. What I noticed is the K-3rd grade group has more than the others. When you consider ESSA embeds birth to 3rd overreach, this should have you ready to fry some spuds of your own.

If you’d like to listen in via an audio live link (8/31 and 9/1) to see what the NC State Board will do: http://stateboard.ncpublicschools.gov/live-audio-streaming

Closing:

What’s in your State’s PL activity? How many ‘cooks’ are in the education kitchen? How many ‘fryers’ are in State Legislative bodies? Do we really want to see America ‘digitally fried’ and marginalized?! After all this, I’m ready to launch a few potato rockets.

balloonburst

Ed For Sale

Greetings Anti CCSS/Fed Ed Warriors! The Weekend News is here! What can we learn from the CCSS Machine? In a short sentence: how the global education business market is growing.

A Recent Webinar:

Just a few days ago, I was among many who joined in a pro CCSS backed group’s webinar for how educational business/services can a) capitalize on the recent passage of (Every Student Succeeds Act, ESSA); b) go global with education; c) make big sales for their companies; and d) drive education as we know it straight down the tubes.

Which group was hosting? The Gates Foundation funded EdWeek, of course! What global educational consulting firm also joined the frey? The ISC (International School Consultancy). If you haven’t heard of ISC, they are based in the United Kingdom and are the oldest global education consulting group of their kind. Because of this, it was shared in the webinar, the ISC has the historical educational data to back why going global is a great thing for all of us. Among the nations attending this webinar, the most were from the U.S.A., while the next 2 biggest attendees were the U.K. and the United Arab Empire.

About 2 months ago, EdWeek launched its Marketplace, where educational business, services, and those seeking such, can get information. I was invited to join the Marketplace, so I could get all kinds of research. However, at $750.00, I decided to pass. Besides, why in the world would I support the Gates Foundation’s backed group by purchasing their research?

It was the Marketplace portion of EdWeek presenting in this webinar. According to Kevin (from Marketplace), the virtual store is where gaps of what K-12th education needs meet business providers. Thus a harmonious bridge is created. Aren’t we so lucky….Among some of the provisions are Next Generation Science Standards/Assessments, Data Mining tools, etc. Kevin also stated the ESSA is for business ‘a canary in a coal mine’ opportunity. WiseGeek.org says that for governments and businesses the phrase means a ‘harbinger of the future’. (See: http://www.wisegeek.org/what-does-it-mean-to-be-a-canary-in-a-coal-mine.htm)

According to one of the slides from the Webinar, Bill Gates has predicted the education businesses (especially digital) will increase by 50% or $1.1 billion dollars. Driving the sales? Ed Tech (supposedly higher quality education/more personalized learning/evidence based results based on proven technology)

What I Have Seen/Heard:

As one who has researched the stuffing out of the ESSA, I can tell you, the increased amount of P3s (public private partnerships), businesses/educational services will increase dramatically. LEAs (local education agencies) and SEAs (State Education Agencies) will be able to open their federally provided funds up to anyone offering any type of business/service which can be related to student success (aka: student outcomes, competency based mastery, college and career readiness, post-secondary readiness, and student achievement).

Warriors, we should NOT be the last to know this information! Why do I say this?
a) The EdWeek Research arm recently partnered with the National School Superintendent’s Association to conduct a study on ESSA friendly PD (Professional Development).  I have shared with you in the past how aligned to CCSS, the School Supers Association is.
b) a recent meeting I attended hosted by the North Carolina Dept. of Public Instruction was full of folks from P3s either imploring the DPI for ESSA federal funds or employing more people from those P3s (and new ones) for educational purposes! Among the most sought after? SEL (social emotional learning) My point? The pro side is wasting NO time in getting the message out. Since the state I live is in already hopping on the bandwagon, yours probably is too!

More We Need to Know From Both Hosts:

The CCSS/ESSA slanted Webinar also shared the following information:

1) Educational business and services are golden opportunities for America.
2) School leaders WANT more personalized learning (as based off Digital Promise research). (*Note from my research: Digital Promise is a huge portion of ESSA.)
3) With more personalized learning comes better data tracking via student CBE (competency based education) progress.
4) SC, MS, ND, KY, and KS lead the nation in ELL (English Language Learning) digital education content.
5) Professional Development for teachers is slowly embracing the digital shift.
6) OERs (Open Educational Resources) are popular with teachers now and are better aligned to the CCSS than previous resources. OERs also are a great business profit maker because your company can help purchasers save school funding.
7) The ESSA will give educational businesses not only more money, but give schools better accountability, too. (*Note from my research: ESSA’s main damaging points are the national assessments, the accountability of the States to the U.S. Dept. of Ed and the funding which unites all this.)
8) Non-academic education businesses/services will also have opportunities to cash in.
9) Consider all of the above as opportunities for experimentation in education, especially how our students/teachers are measured.
10) EdWeek is helping the gradual building of international education marketing and trends. In 2015, around $15.2 billion was made by those participating. ISC shared that the tuition market for profits is about $39 billion and will increase to near $90 billion by 2026. Fee based education is a huge portion of the global education aspect. All this means the global economy is very healthy and that enrollment population is increasing.
11) English is being considered the language of business, therefore the need for ELL alignment is paramount for globally recognized credentials. In the screen shot below, notice the EMEM (Engish-Medium Education Market). This is something we will see increase via ESSA and other moves.

iscglobal

12) Global education has 4 benefits, the top 2: labor/quality learning
13) Inclusion is a top need for those being globally educated. Globally educated students are best fed by curriculum which supports inclusion.
14) There are over 200 International School Associations.
15) UAE (United Arab Empire) leads the world in the most international schools.
16) Curriculum trends find that UK based resources and IB (International Baccalaureate) are among the most used. (*Note from my research: IB Curriculum is not only UN/UNESCO based, it’s main contributor is a noted leftist.)
17) ISC noted that the most measured global assessments they track are the IGCSE*, the IB Diploma Program, the PSAT and SAT, and the GCEA*. (*IGCSE stands for “International General Certificate of Secondary Education”.) The University of Cambridge developed this over 25 years ago. To learn more:
 http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/
(*GCE stands for General Certificate of Education; the GCEA, from what I can find refers to only one level of GCEs. There are GCE-As, GCE-A2 levels. Combined, the 2 levels have 31 career based tracks you can earn your Certificate in. There is also a GCSE (General Certificate of Secondary Education). There are 41 career based tracks available at the secondary level.)

Warriors, does this sound familiar?! Career Pathways, Career Clusters, Career Technical Education….all part of the CCSS Machine!! To see more about GCEs:
http://ccea.org.uk/qualifications/gce; to learn more about GCSEshttp://ccea.org.uk/qualifications/gcse

Closing:

I will be taking a more in-depth look at the ISC and reporting what I find in the upcoming week. In the meantime, here are some resources you can access:
The EdWeek/ISC Webinar slides: ISCed
How GCEs are tied to PearsonNEA1516 (*Note: NEA stands for ‘Non-examination assessments’)

Weekend News for the War Against the Core

For the last weekend in April (2016), I wanted to leave you with a few things every anti CCSS Warrior needs to know about P3s (Public private partnerships). If you missed these, you can now find them in one place. If you haven’t gotten this information before, you now have some great tools to use.

Blasted P3s!

If you have followed my research long, you know that time and time again, the P3s keep showing up in the midst of the CCSS Machine and its grinding away at America. Like everything fed through the CCSS Machine, P3s and their intent is not good for education at all.

What once was to be a healthy relationship between government and the private sector has become a holy hell. Consider this: early P3 relationships concerning the private sector and schools were to BUILD the schools. That way the private sector could return to their private business and the schools could get on with teaching.

But in the shift to CBE (Competency Based Education) aka OBE, (Outcome Based Education) the private sector has done more than build the schools, they now help guide what is taught. Meanwhile the schools have appeared to have no problem selling our kids education out in the process.

ruboff

In the ESSA (Every Student Succeeds Act), States will be awarded big bucks for allowing MORE P3s in our schools, not less. P3s will get to work with the LEAs (Local Education Agencies) to determine if a student is ready to proceed to the next grade level. (Page 137 of the ESSA Final Conference Report states this.)

Recently, while on a national webinar/conference call with a pro CCSS group concerned about the ESSA and civil rights, they brought up the fact that P3s were a great thing in schools. When I asked them about Page 137 and the mandate; how would the P3s be accountable; how could the P3s do the teacher’s job, they were stumped! I was told that while they didn’t have a good answer they certainly agreed P3s need to be vetted and deemed appropriate.

Warriors, do you see what an open-ended message the ESSA used in this instance? Do you see how fraught with alignment this leaves our States?! Consider the recent news that Planned Parenthood has now been given the green light to open offices directly in select schools across the country. (Source: http://associatedmediacoverage.com/planned-parenthood-announces-on-site-partnership-with-select-public-school-systems/ )

This is a blazing example of a P3 overreach. While it is supposed to be in high schools only, think about the fact our high schools are being redesigned (or already have been) and now include middle school age kids in the SAME buildings!! This means students younger than high school could now have access to the P3, CCSS agenda driven Planned Parenthood.

Please note, Planned Parenthood is not the only agenda driven group. There are plenty more. Ask yourselves, since ESSA has it that groups like this will help determine how ready for the next grade level your student is, HOW will they measure this?!

More on P3s from my blog articles:
https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/ (*Note: P3s will definitely include the digital makeovers in our homes/schools/wrap around services as laid out in the ESSA.)

https://commoncorediva.wordpress.com/2016/01/04/meet-your-new-neighbor-essa-seriously/ (*Note: According to the White House Promise Neighborhood has over 1,000 P3s involved. The White House link to find this is embedded in the article.)

https://commoncorediva.wordpress.com/2016/04/19/play-money/ (*Note: just published earlier in April, the article where I featured the P3 group teaching teachers how to run recess/play time and their alignment to the Social Emotional Learning aspects of CCSS.)

https://commoncorediva.wordpress.com/2016/04/17/watch-out-alignment-ahead/ (*Note: Also recently published, this one shows how the States will be incentivized to create MORE P3 partnerships for education.)

https://commoncorediva.wordpress.com/2016/03/10/update-ccss-cte-stem-and-connect-nc-bond/ (*Note: Will give you an example of how the P3s are in our community colleges already. NC is used as the example.)

USAESSACogs

Related P3 Information, Top/Down and Spread Around:

From the U.S. Dept. of Ed, the i3 Grantees (Investing in Innovation):
http://www2.ed.gov/programs/innovation/awards.html

From the U.S. Dept. of Ed, the Promise Neighborhood Awards (will only be up to 2012, as 2013-14, no new awards were given. Also note that Promise Neighborhoods are codified in the ESSA and have an entire Section in the Law, see Section 4624; Others related to Promise Neighborhoods: Full Service Community Schools, Section 2465; 21st Century Community Learning Centers, Section 4001-42016. Each of these will also have P3 involvment/overreach):
http://www2.ed.gov/programs/promiseneighborhoods/awards.html

While I provide the following as examples, please note that each named partner may also have other partners they work with and are NOT named. Regardless of how trustworthy the names of the partners/groups are, remember, this is all part of the purposed and planned overreach in the name of ‘student success’!

An example from CA of an existing Promise Neighborhood Partnership program:
http://www.haywardpromise.org/partners.php
However, look at the vision behind the Promise Neighborhood in this instance:
http://www.haywardpromise.org/vision.php

Here is another CA example of a Promise Neighborhood, in this one, I saw at least 3 CCSS Machine members (United Way, La Raza, and a Economic and Workforce Development Council)http://missionpromise.org/our-work/mpn-partners/

This Promise Neighborhood in MN is governed by a private council!!
https://www.wilder.org/Community-Leadership/Saint-Paul-Promise-Neighborhood/Pages/Partnership-Council.aspx (Ask yourselves, what does this mean in an ESSA era? Will this type of governing replace current school boards, town councils, etc.?) Think I am nuts for suggesting this question? Remember the ESSA is written as an open-ended law in some of its parameters on purpose! Also, the mandate of student achievement wrap around services basically rubber stamps ANYTHING as long as it can be considered educational, a resource, or both.

From TX, A Promise Neighborhood’s  Picture:
(when you click to enlarge it, notice the tag line at the bottom)

TXPN
From their Strategic Plan (2013-2107), the following excerpt, “EPN initiated its target setting process in November, 2013 prior to DOE/Urban Institute’s released of its target setting guidance. EPN’s process included thirteen community-wide meetings with over 200 individuals from the broader community and ten small-group meetings with over 50 individuals from specific workgroups (e.g., the Dual Generation Workforce Pipeline workgroup) or specific partnerships (e.g., Out of School Time providers, City Year, all SAISD campus principals and their teams). The process continued up until the submission of the Data Plan on March 31st, 2014.” To get the entire PlanEPN-Strategic-Plan-to-Achieve-Results-2013-2017
(*Note: you will need to know that Head Start is mentioned in this Plan. Head Start is also aligned to the CCSS Machine! Early Head Start is too. Temporary Assistance for Needy Families Funding (used in many communities across America) is also aligned.)

For Head Start/Early Head Start:
a) This one will show you many P3s in the educational mix now:
https://commoncorediva.wordpress.com/2015/07/04/sic-em-saturday-pint-sized-common-core/
b) This one ties the U.S. Dept. of Health/Human Services and their Substance Abuse/Mental Health Services to all CCSS Machine alignment, top/down style:
https://commoncorediva.wordpress.com/2015/10/08/tech-thursday-technically-speaking-for-ccss/

For the TANF Funding:
a) See point #3: https://commoncorediva.wordpress.com/2015/09/29/ftf-more-tracking-the-workforce-aligned-society/
b) How TANF is used in CCSS aligned research for preK and up to accomplish CBE/OBE:
https://commoncorediva.wordpress.com/2015/11/10/ftf-prek-research-ccss-cbe/

Tying Promise Neighborhoods,P3s, Head Start, and TANF to the ESSA:
https://commoncorediva.wordpress.com/2016/01/23/the-school-board-special-part-one/

Closing:

I hope I have not confused you on the intent embedded in the ESSA and the P3s. They mean to ruin academic education and replace it with competency based, workforce purposed, social justice minded, and constricted paths for our students. While much is being said about P3s, the danger is what ISN’T being said and how it will be carried out thanks to the ESSA!

As I recently heard an author state about this kind of treatment in another country (I have paraphrased it):
They (those in charge of government/education) do not kill you outright with guns  and knives, they kill you daily by not allowing you to be who you were meant to be or doing what you want.